The Power of Storytelling · Autumn Term

Asking Questions to Learn

Developing inquiry skills by formulating questions before and after reading informational texts.

About This Topic

Inquiry is at the heart of the NCCA curriculum, and asking questions is the first step toward becoming an independent learner. In 1st Year, students move from asking simple 'what' questions to more complex 'why' and 'how' inquiries. This topic teaches them that curiosity is a tool for reading comprehension. By formulating questions before they read, they engage with the text with a sense of purpose, looking for specific answers rather than just decoding words.

This skill also builds oral language confidence. Learning how to frame a question correctly is a vital social and academic skill. It encourages students to be active participants in their own education. Students grasp this concept faster through collaborative brainstorming and 'question walls' where their curiosity is physically displayed and celebrated.

Learning Objectives

• Formulate at least three specific, open-ended questions about an informational text before reading.
• Identify potential answers to formulated questions within an informational text after reading.
• Explain how asking questions before and after reading improves comprehension of a new topic.
• Classify questions into 'information seeking' and 'clarification seeking' categories based on text content.

Before You Start

Basic Question Words (Who, What, Where)

Why: Students need a foundational understanding of basic question words to begin formulating more complex inquiries.

Identifying Main Ideas

Why: Understanding the main idea of a text helps students formulate questions that seek deeper information beyond the obvious.

Key Vocabulary

Inquiry	The process of asking questions to seek information and gain knowledge about a subject.
Informational Text	A type of non-fiction writing that provides facts and details about a specific topic, event, or person.
Comprehension	The ability to understand what you are reading or hearing.
Formulate	To create or devise a question or plan, especially a specific and clear one.

Active Learning Ideas

Think-Pair-Share: The Wonder Wall

Before starting a new topic, students think of one thing they 'wonder' about. They share it with a partner to refine the wording, then write it on a post-it to add to a classroom 'Wonder Wall' that stays up throughout the unit.

⏱ 15 min·Pairs

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Inquiry Circle: Question Detectives

Give groups a mysterious object or a strange photo. They must work together to generate five 'Who, What, Where, When, Why' questions about it, then swap their list with another group to see if they can find the answers.

⏱ 30 min·Small Groups

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Simulation Game: The Interviewer

One student plays the 'expert' on a topic the class just studied. Other students must practice asking clear, open-ended questions to learn more, while the teacher helps them rephrase 'yes/no' questions into deeper inquiries.

⏱ 20 min·Whole Class

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Real-World Connections

Journalists use inquiry skills daily, asking 'who, what, when, where, why, and how' to gather information for news articles and documentaries.

Scientists formulate hypotheses and design experiments by asking questions about the natural world, such as 'What causes this plant to grow taller?' or 'How does this chemical react with another?'

Museum curators develop exhibits by asking questions about historical artifacts and their context, such as 'What was life like for the people who used this tool?' to inform visitor learning.

Watch Out for These Misconceptions

Common Misconception

Students often think a question is the same as a statement (e.g., 'I know about cats').

What to Teach Instead

Use a 'Question Mark Wand'. Students can only speak if they are holding the wand and their sentence ends with a rising tone. This physical cue helps distinguish the two.

Common Misconception

Children may believe there is only one 'right' question to ask.

What to Teach Instead

Encourage 'wild and wacky' questions during brainstorming. Peer validation of different ideas shows that all curiosity is valuable for learning.

Assessment Ideas

Exit Ticket

Provide students with a short, unfamiliar informational text (e.g., about a specific animal). Ask them to write down two questions they have *before* reading the text and one question they still have *after* reading. Collect these to check for question formulation.

Discussion Prompt

After reading a short text, ask students: 'What was one thing you learned today that you didn't know before? What question do you have now that you didn't have before reading?' Facilitate a brief class discussion to gauge their understanding of how reading generates new questions.

Quick Check

During a reading activity, pause and ask students to turn to a partner and share one question they have about the current paragraph. Listen to their questions to assess their active engagement and comprehension.

Frequently Asked Questions

How do I encourage a quiet student to ask questions?

Use a 'Question Box' where they can drop written questions anonymously. You can then read them out to the class, showing that their inquiry is interesting to everyone.

What is the difference between open and closed questions for 1st Year?

Keep it simple: 'Closed' questions have a one-word answer (Yes/No). 'Open' questions need a story or an explanation. Use a 'traffic light' visual to help them choose.

How can active learning help students ask better questions?

Active learning creates a safe space for trial and error. In a 'Question Carousel,' students move around the room and add to each other's inquiries. This collaborative approach removes the pressure of being 'right' and allows them to see how a peer's question might spark a new idea of their own.

Does this topic help with reading comprehension?

Yes, it is one of the most effective strategies. Students who ask questions while they read are more likely to monitor their own understanding and notice when they are confused.